The Role of Social Robot in Enhancing Social–Emotional Skill Development in Children With Autism: A Three‐Level Meta‐Analysis

ABSTRACT Background Children with autism often face challenges in developing social–emotional skills, which are essential for their overall growth and social integration. Social robots have emerged as promising tools to support these skills; however, their effectiveness and educational applications remain uncertain, with existing research lacking consensus on their specific benefits. Objectives This study aims to systematically evaluate the effectiveness of social robots in enhancing social–emotional skills in children with autism through a comprehensive three‐level meta‐analysis. Methods A three‐level meta‐analysis was conducted across 20 trials, incorporating 64 effect sizes from 532 children with autism. The primary outcomes include improvements in verbal and non‐verbal communication, social reciprocity, emotional competence and social cognition. Meta‐regression was conducted to identify key moderators. Meta‐power analysis, sensitivity analysis and publication bias tests were conducted to ensure the robustness and reliability of findings. Results and Conclusions The findings revealed that social robotic‐assisted interventions have a moderate positive effect on social–emotional skills development ( g = 0.51), with the greatest effect on social reciprocity ( g = 0.72), followed by emotional competence ( g = 0.49), verbal communication ( g = 0.49), social cognition ( g = 0.35), and non‐verbal communication ( g = 0.32). Children with more severe ASD symptoms experienced greater improvements, highlighting the potential of robots as assistive tools in inclusive education and personalised learning. Future research should explore the long‐term sustainability and transferability of robotic interventions, technology advancement and integration with other technologies, and their adaptability across different cultural and socioeconomic contexts.